What best practice/ethical considerations should be kept in mind when presenting the results of this assessment to eva?

Instruction attached under “Assessment 3”
Students are required to write answers to a series of questions relating to a brief case study. The task requires that students score, interpret and comment on scores obtained on two psychological tests.
In the “Assessment 3” folder, you will be provided with a written case study for Eva Ward and her scores obtained on two psychological tests: the Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV), and the Depression Anxiety Stress Scales (DASS-42). These tests will be covered on the Interact2 site and in online meetings. You will be asked to respond to the following questions about the case material.
1. Provide a description and interpretation of Eva’s scores on the WAIS-IV and the DASS. What do these two psychological tests suggest about Eva’s general cognitive ability and emotional state? (10 marks)
2. Why should caution be exercised in the interpretation of Eva’s tests scores? What additional information (both test and non-test) would you like to have about Eva to enhance your interpretation of the obtained results? (8 marks)
3. What best practice/ethical considerations should be kept in mind when presenting the results of this assessment to Eva? Outline the recommendations you would make to Eva on the basis of this assessment. (8 marks)
4. In your assessment of Eva, you administered the Depression Anxiety Stress Scale (DASS-42). From a psychometric perspective, discuss the appropriateness of using this scale with Eva based on its reliability, validity, and normative data. (10 marks)
Included in the “Readings and Resources” is an interpretive guide to the WAIS-IV (Lichtenberger & Kaufman, 2013) which will be a useful reference when answering question 1. Students should also consult Cohen, Schneider, and Tobin (2022) Chapter 13 (Clinical and Counselling Assessment). You will be provided with additional information regarding the WAIS-IV and the DASS-42 on Interact2 and online meetings. You should note, however, that these materials represent only the basic or essential materials required for completion of the written assignment. You are strongly encouraged to conduct your own literature searches on the topic, to obtain additional reference materials and to read beyond the set materials.
PLEASE DO NOT try to access the WAIS-IV from the main library or the psychological test library. Unsupervised access to this psychological test is restricted based on qualifications.


Describe what you are comparing.

Typically when researching a business or academic issue, you would ask a question about something and form a hypothesis. You would then collect the data and test it to see if the null hypothesis (no difference) is supported or refuted. Then you would present the findings.
For the purposes of this exam we are revising some of these steps to focus on the statistical testing and interpretation aspect of hypothesis testing.
The final exam in this course is a “practical exam” that spans Modules 8 and 9. In this Part I assignment, you will review a data set and construct a hypothesis statement. In the Module 9, Part II assignment, you will run the appropriate tests and interpret the results. The Final Practical Exam is worth 15% of your final grade.
Before you get started, review the Module 7 – Heads-Up: Final Practical Exam page for additional details.
Now, open and carefully examine the data on the STAT 222 Altimeter Error spreadsheet (XLSX).Download STAT 222 Altimeter Error spreadsheet (XLSX). Also, review the Exam Related Resources section of the Module 8 – Readings & Resources page to see demonstrations on how to run statistical tests in Excel.
Then, construct a hypothesis and address the following in a document.
Describe what you are comparing.
State your hypothesis in a sentence.
Indicate the appropriate t-test that you will use to evaluate your hypothesis.
State the alpha (α) level.
Exam Related Resources
As part of the Final Practical Exam Part I and the Final Practical Exam Part II, you will run different types of tests using Excel and interpret the results. In preparation for the exams, review these videos as well as those in the MyLab Statistics Multimedia Library (select Media Type: Select All. Then select Find Now).


Why was socialism considered a “radical” ideology and why had it collapsed as a nationwide party by the mid-1920s?

Material to focus on from Upton Sinclair’s The Jungle, for the 2nd Midterm (50 minutes total)
PART 1 (15 minutes each x 5 terms) – on the actual test, you will be given 5 of the following 8. In each of your answers, give the context/background for, define, and tell the significance/after-effect of each of the following, within the framework of late-19th/mid-20th-century US history.
1890s-1910s peak of the “second wave” of U.S. immigration
Taylorism vs. “speeding-up the gang” & pacemakers
“embalmed beef” (“tinned beef”), “potato flour” & “patent medicines”
Pure Food & Drug Act and Federal Meat Inspection Act (1906)
Socialist Party (1901+)/”wage slavery”
“Melting Pot” (1890s-1960s in its original meaning)
Emergency Quota Act (1921) & National Origins Act (1924)
National Labor Relations Act (1935) & Fair Labor Standards Act (1938)
Part 2: you will be given a choice of 3 questions, and you will write on 2 of those (of your choice) on the actual test:
1.  Years after the publication of his Socialist novel The Jungle, Upton Sinclair ironically noted the chiefly Progressive impact of his book, stating that he “had taken aim at America’s heart and hit instead its stomach.”  Compare & contrast the two, major, early-20th-century reform-minded ideologies of Progressivism and Socialism.
2.  Why was Socialism considered a “radical” ideology and why had it collapsed as a nationwide party by the mid-1920s?
3.  In what ways was the Progressive Era (1906-20) truly “progressive” or not;  and the “New Deal” (1933-38) really “new” or not, especially in regards to the health, safety and daily lives of U.S. workers and consumers?
If possible 5 terms for part 1 and part 2 2 terms the terms for part 1 is 15 minutes each and the terms for part 2 is 20 minutes each.
The source is only on the Upton Sinclair’s The Jungle book


Answers all parts of the prompt: speaker a wants, speaker b wants, success and why

DO NOT USE ANY OUTSIDE SOURCES. I am unable to select “0” sources. Thank you. The Files attached provide more instructions. Please complete exercise 8.5.
As mentioned in exercise 8.5. It says to take a look at exercise 8.7. to help you complete 8.5. Which is also attached in the files.

If it makes it easier as per my professor’s words “As the exercise describes, color code the conversation, and then write an analysis of the conversation. You do not need to follow their color coding, but please do indicate a key for your code! (you may follow their color code)
Your analysis should answer, at minimum, the following questions:
* What does Speaker A want out of this conversation?
* What does Speaker B want out of this conversation?
* Who gets what they want? (Both, one, the other, neither of them?)
Using your knowledge of vocabulary terms like minimal response, turn taking, conversational repair, etc, provide evidence for how successful this conversation was for each speaker. Consider as well the part politeness and face play in how these conversations work (or don’t work).”

As mentioned on the rubric:
Covers with examples: conversational structure (turn taking, interruptions, topic introduction); as well as gender and face/politeness.
Answers all parts of the prompt: Speaker A wants, Speaker B wants, Success and why
Stays on topic to answer the questions of the prompt—all info serves to support aspects of prompt questions


Consider a service experience in your work environment or a personal experience you may have had with a service provider.

According to Gibbons (2017), designing a service requires the provider to identify the touchpoints that create a customer’s journey — or rather the “experience of the user.” One tool managers use to understand the customer journey is a service blueprint (
Consider a service experience in your work environment or a personal experience you may have had with a service provider. Using the service blueprint diagram displayed in the service blueprint article, map out the customer journey for the service you identified.


Which have the most significant effects on the organization’s budget?

Study Chapters 4 and 5 of the text Internet resources:
• Department of Education: Career, Technical, and Adult Education – Fiscal Year 2018 Budget Request
• Budget Update: Big News for Adult Literacy Programs
• A Guide for Proposal Writing
• Proposal Templates – 140+ Free Word, PDF, Format Download!
1. Address the three scenarios described on page 62 of Chapter 4. What would you advise the people in each of the scenarios to do? Where would you advise them to start?
2. Consider some factors that might affect the budget in your organization, or one with which you are familiar. Which are the external factors? Which are the internal? Which have the most significant effects on the organization’s budget?
3. A for-profit organization offers one-, two-, and three-day-long computer courses and seminars. The courses are offered in classrooms at the organization’s office, and they are taught by employees of the organization. Attendees receive course materials as well as lunch and food at break times for each day of the seminar. What are some of the fixed and variable costs associated with this organization? What are some of the direct and indirect costs?
The fixed costs associated with this organization are the overhead costs
4. Ask to see the current budget for your unit, division, or center, or one with which you are familiar. • What is the current funding and support mix in this organization, program area, unit, or division? • If you work in a multilevel organization, how does the form of support from smaller programmatic areas fit into the larger organization’s support structure? • What environmental factors impact funding and support? • Where do you see potential for new ideas in areas of funding and support?
5. Address the three scenarios described on page 84 of Chapter 5. Identify and discuss strategies that may be useful to the people in the scenarios. Identify possibilities for funding and support.
6. What processes exist for managing funds received in your organization or unit, or one with which you are familiar? What is,or would be, your role in managing those funds as an adult education administrator?

English 101

Also, if you would like the research spreadsheet instructions & resources page in a document format to have the ability to click on the hyperlinks, you can download it or make a copy of it:

1. First, download the Excel Research Spreadsheet or Make a Copy of the Google Research Spreadsheet o Excel Research Spreadsheet V
• Google Research Spreadsheet B .
2. Next, read Matt Miller’s introduction and add any quotes that you highly agree or disagree with regarding any of Miller’s Erguments).
• Complete each column on the spreadsheet
3. Also, if you would like the Research Spreadsheet Instructions & Resources page in a document format to have the ability to click on the hyperlinks, you can download it or make a copy of it:
• Word Research Spreadsheet Instructions & Resources Document J
• Google Research Spreadsheet Instructions & Resources Document B


Effectiveness of lifestyle intervention for type 2 diabetes in primary care: the real health-diabetes randomized clinical trial.

Please see attached guidelines , proposed question -The Impact of Lifestyle Modification Driven Weight Loss on HbA1c Levels in Obese Patients with Types 2 Diabetes in Primary CareStudies proposed to include- De Hoogh, I., Oosterman, J., Otten, W., Krijger, A., Berbée-Zadelaar, S., Pasman, W., van Ommen, B., Pijl, H. and Wopereis, S., 2021. The Effect of a Lifestyle Intervention on Type 2 Diabetes Pathophysiology and Remission: The Stevenshof Pilot Study. Nutrients, 13(7), p.2193.Delahanty, L., Levy, D., Chang, Y., Porneala, B., Goldman, V., McCarthy, J., Bissett, L., Rodriguez, A., Chase, B., LaRocca, R., Wheeler, A. and Wexler, D., 2020. Effectiveness of Lifestyle Intervention for Type 2 Diabetes in Primary Care: the REAL HEALTH-Diabetes Randomized Clinical Trial. Journal of General Internal Medicine, 35(9), pp.2637-2646.Sampson, M., Clark, A., Bachmann, M., Garner, N., Irvine, L., Howe, A., Greaves, C., Auckland, S., Smith, J., Turner, J., Rea, D., Rayman, G., Dhatariya, K., John, W., Barton, G., Usher, R., Ferns, C., Pascale, M., Auckland, S., Bachmann, M., Barton, G., Clark, A., Dhatariya, K., Ferns, C., Garner, N., Greaves, C., Goldson, A., Hadley-Brown, M., Howe, A., Irvine, L., John, G., Pascale, M., Rea, D., Smith, J., Usher, J. and Wallace, T., 2021. Effects of the Norfolk diabetes prevention lifestyle intervention (NDPS) on glycaemic control in screen-detected type 2 diabetes: a randomised controlled trial. BMC Medicine, 19(1).Morris, E., Aveyard, P., Dyson, P., Noreik, M., Bailey, C., Fox, R., Jerome, D., Tan, G. and Jebb, S., 2020. A food‐based, low‐energy, low‐carbohydrate diet for people with type 2 diabetes in primary care: A randomized controlled feasibility trial. Diabetes, Obesity and Metabolism, 22(4), pp.512-520.


All parts to be done in arial font, uk english, size 12 and on one word document please.

Three part Assignment- 900 words for two parts then 400 word for one part so total 2200 words, All of information and materials will be attached and labelled so u can view them in relation the the assignment part but if you need anything more pls let me know. All Parts to be done in Arial font, UK English, size 12 and on one word document please.


Give your thoughts on the student post below:the majority of policymakers have come to terms with the fact that foreign assistance is a major facet of u.s.

give your thoughts on the student post below:The majority of policymakers have come to terms with the fact that foreign assistance is a major facet of U.S. Foreign Policy (Ingram, 2019). According to the nonpartisan Congressional Research Service (CRS), an estimated 49 billion dollars was dedicated to foreign aid the last full fiscal year that it was assessed (McBride, 2018). Even with a bipartisan agreement on the moral and strategic significance of providing foreign aid, how and to whom to provide it to are still heated topics (McBride, 2018). At a first glance, I concur with the opinion of keeping money within the United States to assist with healthcare and natural disasters, however, I am hoping that this assignment brings a clearer picture so I can make a more educated statement on the topic.Providing foreign aid to other countries has both positive and negative attributes. From a healthcare perspective, providing assistance in the form of basic medications, vaccines, and medical supplies to countries that would otherwise not have access can have an overall positive affect by stabilizing the political environment, leveling the playing field by having healthier citizens who can contribute to their society and families, and provide a platform for education. On the other hand, providing financing for other countries overall health when the United States has a dire need for healthcare reform and assistance doesn’t bode well with citizens and politicians alike. Also, without knowing exactly where the funding is going can lead to wasteful spending or contribution to civil unrest. According to another CRS report published in 2022, the largest share of global health funding is directed towards treating HIV/AIDS/malaria, and tuberculosis. I do feel these are important initiatives to slow or stop the spread of these diseases, especially as it relates to foreign travel and tourism, however I believe most of the locations that aid is being provided to are not areas where many of its citizens travel.Two American agencies responsible for delivering this aid to foreign countries are The Peace Corps and USAID. The role of these groups is to provide aid in the form of response programs to countries in need to improve outcomes at a societal level (Congressional Research Service, 2022). The groups are to implement programs that overarching federal agencies execute and fund, such as the State Department or Congress.